Three things I will do to get better in math and math teaching before field placement are as follows: 1. Create various activities to implement into my current field placement that will help my students grasp the content they are struggling with. 2. Research different strategies used to teach the same topic so that I become comfortable teaching the multiple ways. 3. I will also become familiar with the content students learned in their previous grade to get an idea of what they already know and become familiar with what they will learn in the next grade so that I know how to prepare them for it. These things will help me gain knowledge, experience, and confidence in the subject and help my students make progress throughout their learning.
ThingLink
The ThingLink I have created would be used as a classroom support during a science lesson on water pollution or a unit on ecosystems. Students could use it to make inferences about what each part of the picture represents, to clarify their understanding, or to clear up any misconceptions they have. The hotspots on the picture offer descriptions and videos, so students would be provided with a written, visual, and auditory representation of the content.
This ThingLink would be used to help students study or review how to borrow, regroup, and subtract when they get stuck. It uses the pictures from the book used in the lesson, so they are familiar with what it is. It has a description for each regrouping and a video that uses the visual of base ten blocks to clearly explain the steps of regrouping and subtracting.
Grade 4 Lesson: Number & Operations in Base Ten - Subtraction with Regrouping & Borrowing Teacher Candidate: Sanela Dugalic Common Core Content Standard: CCSS.MATH.CONTENT.4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm. Learning Objective: Students will examine three-digit numbers to borrow, regroup, and formulate the correct difference between two numbers. Key Vocabulary:
Difference
Borrow
Regroup
Leftover
Amount
Formative Assessment: Students will independently complete subtraction problems using a visual depiction of base ten blocks and the manipulatives. Then, they will complete multiple subtraction problems in standard form that require regrouping, while using the base ten blocks to help them visualize the borrowing/regrouping. Evaluative Criteria: Evaluating if students: -identify when regrouping/borrowing is necessary -are able to borrow and regroup accurately -demonstrate knowledge of what each base ten block represents (unit, rod, slab) -are able to subtract numbers accurately Initiation or Mini-Lesson: -Read “The Good Neighbors’ Cheese Feast: A Cheesy Mouse Tale of Subtraction with Regrouping” -While reading, pause and ask questions based on the story’s events that require mental subtraction. “How many blocks of cheese does he have? Does he have enough for the recipe? What do you think he will do? How much cheese does he have now? How much cheese does he have leftover?” -Have students explain how they got their answers to the rest of the class, then review it together by demonstrating it with the base ten blocks and continue with the story. -Have a discussion about how the real-life example is a subtraction problem in action. -Have students brainstorm and share other real-life examples that require or involve subtraction. Lesson Development: -Have students play "Cover a Flat" Game (SEE VIDEO) -As a class, complete a subtraction problem that is represented by numbers and drawings of base ten blocks (cheese). Have students take turns going up to the template, doing each step of the problem. (SEE VIDEO) -Have students explain what they are doing and why to the rest of the class. -Review the problem and address any questions. -Next, students work independently to solve a subtraction problem similar to the one solved together. -Then, students work on three-digit subtraction problems in standard form, while using base ten blocks to help them visualize the borrowing, regrouping, and subtracting process. -Have students turn to a partner and talk about what worked for them best and what they are still struggling with. Closure: -Have students share how they did their subtraction problems and demonstrate it to the rest of the class. -Have students explain what helped them the most and if they have other strategies they use to help them solve the problems. -Have students make a few of their own subtraction (with regrouping) problems on the board and call students up to explain/solve it. -Discuss any questions or confusion.
1. Create various activities to implement into my current field placement that will help my students grasp the content they are struggling with.
2. Research different strategies used to teach the same topic so that I become comfortable teaching the multiple ways.
3. I will also become familiar with the content students learned in their previous grade to get an idea of what they already know and become familiar with what they will learn in the next grade so that I know how to prepare them for it.
These things will help me gain knowledge, experience, and confidence in the subject and help my students make progress throughout their learning.
ThingLink
The ThingLink I have created would be used as a classroom support during a science lesson on water pollution or a unit on ecosystems. Students could use it to make inferences about what each part of the picture represents, to clarify their understanding, or to clear up any misconceptions they have. The hotspots on the picture offer descriptions and videos, so students would be provided with a written, visual, and auditory representation of the content.
This ThingLink would be used to help students study or review how to borrow, regroup, and subtract when they get stuck. It uses the pictures from the book used in the lesson, so they are familiar with what it is. It has a description for each regrouping and a video that uses the visual of base ten blocks to clearly explain the steps of regrouping and subtracting.
Grade 4 Lesson: Number & Operations in Base Ten - Subtraction with Regrouping & Borrowing
Teacher Candidate: Sanela Dugalic
Common Core Content Standard:
CCSS.MATH.CONTENT.4.NBT.B.4
Fluently add and subtract multi-digit whole numbers using the standard algorithm.
Learning Objective: Students will examine three-digit numbers to borrow, regroup, and formulate the correct difference between two numbers.
Key Vocabulary:
- Difference
- Borrow
- Regroup
- Leftover
- Amount
Formative Assessment: Students will independently complete subtraction problems using a visual depiction of base ten blocks and the manipulatives. Then, they will complete multiple subtraction problems in standard form that require regrouping, while using the base ten blocks to help them visualize the borrowing/regrouping.Evaluative Criteria: Evaluating if students:
-identify when regrouping/borrowing is necessary
-are able to borrow and regroup accurately
-demonstrate knowledge of what each base ten block represents (unit, rod, slab)
-are able to subtract numbers accurately
Initiation or Mini-Lesson:
-Read “The Good Neighbors’ Cheese Feast: A Cheesy Mouse Tale of Subtraction with Regrouping”
-While reading, pause and ask questions based on the story’s events that require mental subtraction.
“How many blocks of cheese does he have? Does he have enough for the recipe? What do you think he will do? How much cheese does he have now? How much cheese does he have leftover?”
-Have students explain how they got their answers to the rest of the class, then review it together by demonstrating it with the base ten blocks and continue with the story.
-Have a discussion about how the real-life example is a subtraction problem in action.
-Have students brainstorm and share other real-life examples that require or involve subtraction.
Lesson Development:
-Have students play "Cover a Flat" Game (SEE VIDEO)
-As a class, complete a subtraction problem that is represented by numbers and drawings of base ten blocks (cheese). Have students take turns going up to the template, doing each step of the problem. (SEE VIDEO)
-Have students explain what they are doing and why to the rest of the class.
-Review the problem and address any questions.
-Next, students work independently to solve a subtraction problem similar to the one solved together.
-Then, students work on three-digit subtraction problems in standard form, while using base ten blocks to help them visualize the borrowing, regrouping, and subtracting process.
-Have students turn to a partner and talk about what worked for them best and what they are still struggling with.
Closure:
-Have students share how they did their subtraction problems and demonstrate it to the rest of the class.
-Have students explain what helped them the most and if they have other strategies they use to help them solve the problems.
-Have students make a few of their own subtraction (with regrouping) problems on the board and call students up to explain/solve it.
-Discuss any questions or confusion.
Class Activity for Lesson Development: